Revised Bloom’s taxonomy is a taxonomy that emphasizes the student’s learning outcomes with the help of refined terms. It examines cognitive skills and learning behaviour. The revised approach of Bloom’s taxonomy is subjected to changes in terminology and structure. Here, different skills and objectives are set by educators for their students.
Revised Bloom’s taxonomy offers an emphasis on two learning domains – cognitive knowledge, and affective attitude, which makes the educational objectives. For a revised approach, nouns such as evaluation and synthesis have been replaced with verbs such as evaluating and creating. The students encounter these verbs, which is a cognitive process, and the knowledge that they work with.
Revised Bloom’s taxonomy is useful in formulating assessments, and in designing lessons. It also assists in developing online courses and drafting curriculum outlines. The taxonomy helps evaluate the complexity of tasks and self-assessment.
Revised Bloom’s taxonomy orders thinking with six cognitive levels of complexity, i.e., knowledge(remember), comprehension(understand), application, analysis, synthesis, evaluation. The process of creation takes place after focusing on these six levels. These categories are classified from simple to complex, and from concrete to abstract. This type of classification can be referred to as a progressive climb. It enhances the higher level of thinking with the highest level of evaluation.
Revised taxonomy is a framework designed in a hierarchical order of cognitive skills. The development of intellectual skills is one of the important steps in the domain of Bloom’s taxonomy. It helps students in improving the habit of mind, and the teachers in teaching.
Creating is considered the highest level in structure, as it helps in generating new ideas, or constructing a new point of view. For example, the verb ‘remember’ would ask the students to recall how to perform CPR, but the verb ‘create’ would ask students to design the project workflow that is effective.